1. Robert Gagne(click for his bio)
Name of theory: Gagne's Eight Ways to Learn
Description of theory: A child's ability to learn grows and proceeds through several steps, two of which being concept- and rule-learning, which allows children to generalize and create rules. This is used especially in speaking, i.e. grammar and conjugation, which are some of the main points in this chapter. For more on Gagne click here
2.Carol Hammer
Name of theory: Head Start Program
Description of theory: Hammer followed 88 children in the head start program. Half wear expected to speak Spanish and English by the mothers at age three and the other half were expected not to speak both languages by age three. The researchers found that growth in receptive language during the program predicted early reading outcomes.
3.[insert theorists name]
Name of theory: [insert]
Description of theory: [insert]
Part One: Cultures create words for concepts that are important to them. Children [[#|learn]] language due to what they hear. Reward and correction [[#|play]] a role in helping children use correct language. By age 5 children have mastered all sound of their language. By age 6 know 20,000 words and use 2,600. As children develope them tradition from saying "broked" to "broken".
Pragmatics is knowledge about how to use language. Metalinguistic awareness is knowledge about your own use of language.
The most important skills to help literacy emerge is understanding sounds and codes, and oral language skills. Skills such as expressive/receptive vocabulary, syntax, and being able to tell stories. Emergent literacy is the notion of inside-out skills and outside-in skills. Inside-outis the ability to decode letters in to sounds and sounds into language. Outside-in is the ability to hear words and say words in the correct order and pretenses. Parents and teachers are ths best ways to promote emergent literacy.
Part Two: Children can learn two languages at once if they have opportunities in both languages. Childhood is the easiest time to learn language. Any one can learn a language at any age. Most bilingual people lose one language over time. Bilingual means that you speak two languages. Proficiency in a second language has two aspects being face to face communication and academic uses of language. Face to face meaning speaking to another person, and academic uses meaning reading another language. Bilingual students have cultural differences which cause problems learning other languages. For example, Asian students are raised to believe asking a teacher a question is rude. Beliefs about learning in other cultures causes problem when learning another language.
Part Three: Dialect is any variety of language spoken by a group. Dialect differ in their rules for pronunciation, grammar, and vocabulary. There are even genderlects where men and [[#|women]] speak differently. Teacher should account for this by repeating instructions using different words. They can have student paraphrase instructions.
Immigrants are people who leave their country to live in another voluntarily. A refugee who relocate voluntarily, but do so to flee from danger in their home country. A melting pot is all races residing in one place and the minority lose their cultural distinctiveness. multiculturalism is when all races reside in one place, but everyone keeps their cultural identity.
There are four general profiles of English language learners:balanced bilingual monolingual(literate), monolingual(preliterate), and limited bilingual. Balanced bilingual speak, read, and write in first language and English. Monolingual(literate) are literate in first language and can speak a little English. Monolingual(preliterate) are not literate. Limited bilingual can speak well in both [[#|languages]].
Gen 1.5 are students whose character, education, and language is between students born in USA and recent immigrants. They came to the USA when they were young. Can speak English well, but can read or write it well. Common names for English learners are: limited-English-proficient(LEP), English language learners(ELLs), and English as a second language(ESL).
Sheltered instruction teaches content to ELLs by making the content more understandable by changing the words. Some strategies are using real life examples and using gestures. Some learners, though, may need to be tested for special needs. A sign can be if a student is learning slower than expected.
Concept One: Pragmatics
Description of concept: Knowledge about how to use language. Correct grammar, Spelling, and usage of a word.
Concept Two: Metalinguistic awareness
Description of concept: Knowledge about your own use of language. For example, a child may use correct grammar, but not understand why it is correct. Metalinguistic awareness is when they learn why their grammar is correct.
Concept Three: Bilingualism and Dialects
Description of concept: Bilingualism is big in this chapter, especially because English is taught and used in American classrooms. But many times, the student is learning and using English in school, but another language at home. This needs to be addressed in out schools, but not only this, but different dialects in people as well. Words may mean different things, and certainly with different pronunciations as well, which need to be addressed to make sure every student is being reached.
Practical Applications: Idea One:
Translate assignments. A student in my high school, who immigrated from Mexico to America, could speak English, but not read it. The teacher's would translate worksheets to Spanish for him, until he learned to read English. Idea Two:
Use different words. My calculus teacher was born in Mauritania. Needless to say he spoke with a different dialect, which made it difficult to hear him. For example he would say, "Conkuv up", when was trying to say "Concave up". His dialect made grasping concepts difficult, so pronounce words clearly/differently.
Idea Three:
[insert]
Licensure Exam (Connect and Extend to Praxis II): Connection One:
[insert]
[[#|Application]] One:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
[[#|Application]] Two:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
Application Three:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
If a person leaves their country because it is too dangerous to live their, what do we call them?
To be an effective communicator one must use ___.
A student of yours cannot read english. The worksheet you are going to give him requires him to read english, how can you make sure he is able to do the assignment?
Table of Contents
Chapter Outline
Key Terms
http://quizlet.com/35343638/test
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Key Theorists
1. Robert Gagne (click for his bio)Name of theory: Gagne's Eight Ways to Learn
Description of theory: A child's ability to learn grows and proceeds through several steps, two of which being concept- and rule-learning, which allows children to generalize and create rules. This is used especially in speaking, i.e. grammar and conjugation, which are some of the main points in this chapter. For more on Gagne click here
2.Carol Hammer
Name of theory: Head Start Program
Description of theory: Hammer followed 88 children in the head start program. Half wear expected to speak Spanish and English by the mothers at age three and the other half were expected not to speak both languages by age three. The researchers found that growth in receptive language during the program predicted early reading outcomes.
3.[insert theorists name]
Name of theory: [insert]
Description of theory: [insert]
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Summary of Chapter
Part One:Cultures create words for concepts that are important to them. Children [[#|learn]] language due to what they hear. Reward and correction [[#|play]] a role in helping children use correct language. By age 5 children have mastered all sound of their language. By age 6 know 20,000 words and use 2,600. As children develope them tradition from saying "broked" to "broken".
Pragmatics is knowledge about how to use language. Metalinguistic awareness is knowledge about your own use of language.
The most important skills to help literacy emerge is understanding sounds and codes, and oral language skills. Skills such as expressive/receptive vocabulary, syntax, and being able to tell stories. Emergent literacy is the notion of inside-out skills and outside-in skills. Inside-outis the ability to decode letters in to sounds and sounds into language. Outside-in is the ability to hear words and say words in the correct order and pretenses. Parents and teachers are ths best ways to promote emergent literacy.
Part Two:
Children can learn two languages at once if they have opportunities in both languages. Childhood is the easiest time to learn language. Any one can learn a language at any age. Most bilingual people lose one language over time. Bilingual means that you speak two languages. Proficiency in a second language has two aspects being face to face communication and academic uses of language. Face to face meaning speaking to another person, and academic uses meaning reading another language. Bilingual students have cultural differences which cause problems learning other languages. For example, Asian students are raised to believe asking a teacher a question is rude. Beliefs about learning in other cultures causes problem when learning another language.
Part Three:
Dialect is any variety of language spoken by a group. Dialect differ in their rules for pronunciation, grammar, and vocabulary. There are even genderlects where men and [[#|women]] speak differently. Teacher should account for this by repeating instructions using different words. They can have student paraphrase instructions.
Immigrants are people who leave their country to live in another voluntarily. A refugee who relocate voluntarily, but do so to flee from danger in their home country. A melting pot is all races residing in one place and the minority lose their cultural distinctiveness. multiculturalism is when all races reside in one place, but everyone keeps their cultural identity.
There are four general profiles of English language learners:balanced bilingual monolingual(literate), monolingual(preliterate), and limited bilingual. Balanced bilingual speak, read, and write in first language and English. Monolingual(literate) are literate in first language and can speak a little English. Monolingual(preliterate) are not literate. Limited bilingual can speak well in both [[#|languages]].
Gen 1.5 are students whose character, education, and language is between students born in USA and recent immigrants. They came to the USA when they were young. Can speak English well, but can read or write it well. Common names for English learners are: limited-English-proficient(LEP), English language learners(ELLs), and English as a second language(ESL).
Sheltered instruction teaches content to ELLs by making the content more understandable by changing the words. Some strategies are using real life examples and using gestures. Some learners, though, may need to be tested for special needs. A sign can be if a student is learning slower than expected.
(back to top)
Key Concepts
Concept One: PragmaticsDescription of concept: Knowledge about how to use language. Correct grammar, Spelling, and usage of a word.
Concept Two: Metalinguistic awareness
Description of concept: Knowledge about your own use of language. For example, a child may use correct grammar, but not understand why it is correct. Metalinguistic awareness is when they learn why their grammar is correct.
Concept Three: Bilingualism and Dialects
Description of concept: Bilingualism is big in this chapter, especially because English is taught and used in American classrooms. But many times, the student is learning and using English in school, but another language at home. This needs to be addressed in out schools, but not only this, but different dialects in people as well. Words may mean different things, and certainly with different pronunciations as well, which need to be addressed to make sure every student is being reached.
(back to top)
Application for Teachers
Practical Applications:Idea One:
Translate assignments. A student in my high school, who immigrated from Mexico to America, could speak English, but not read it. The teacher's would translate worksheets to Spanish for him, until he learned to read English.
Idea Two:
Use different words. My calculus teacher was born in Mauritania. Needless to say he spoke with a different dialect, which made it difficult to hear him. For example he would say, "Conkuv up", when was trying to say "Concave up". His dialect made grasping concepts difficult, so pronounce words clearly/differently.
Idea Three:
[insert]
Licensure Exam (Connect and Extend to Praxis II):
Connection One:
[insert]
Connection Two:
[insert]
Connection Three:
[insert]
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Applications for Content
[[#|Application]] One:[insert connections to things like history, poli sci, English from an outside of teaching perspective]
[[#|Application]] Two:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
Application Three:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
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Multimedia Learning Material
Overview of items:Details of audiovisual material:
[insert items/files]
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POOT Forums
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Test Your Knowledge
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Teacher Resources
[insert items here](back to top)
Top-Rated Student Generated Files
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